Models in science education

So much of what we deal with in science cannot be seen and so models are a powerful tool in the science classroom. Models slow students’ thinking down and encourages them to think deeply and imaginatively about scientific ideas. Asking students to create models helps make their thinking visible, giving teachers insight into their current understanding and misconceptions.

Why use models?

Modelling is an important part of the scientific process. For example, climate change models allow scientists to make predictions and test theories

Models help students understand abstract scientific ideas that cannot always be seen – these are representational models

If students create models it can make their thinking visible, allowing rapid feedback from teacher to student and student to teacher

In general, scientists favour the simplest, parsimonious models over the more complex ones (this is know as Occam’s Razor). The simplest models are those that represent a complex scientific process through a ‘simple’ mathematical equation.

When should we use models?

A model helps to clarify thinking and resolve understanding. A model is best used after the scientific explanation. If a model is used too early on students don’t appreciate its explaining power and instead only see its literal parts. Setting project work around models can be incredibly motivating – Yr7 love to make models of specialised cells as homework.

Historical models: help show how ideas have changed through time. Models increase in sophistication over time and so often mirror the changing ideas students have. Models need to be adapted throughout history because they need to explain ever-more complex ideas. For example, models of atomic structure throughout history.

Mathematical models: help show and predict what happens to certain variables when parameters are changed. For example, modelling radioactive decay.

Theoretical models: help bring together a range of experiences and theories. For example, evolution.

Using models effectively in science lessons

Can students describe the model in their own words? Are they seeing what you are seeing?